Touro University TESOL Candidate Crystal DeMarco’s Differentiated Instructional Lesson Planning

Touro University TESOL Candidate Crystal DeMarco’s Differentiated Instructional Lesson Planning. This “before” and “after” lesson planning assignment highlights the incorporation of instructional activities approximately midterm in our TESOL EDDN-637 course. Such personalized assignments show “proof-of-work” in the age of ChatGPT and focus on the practical application of course knowledge in the daily instructional TESOL/BLE teacher repertoire.

Teaching English to Speakers of Other Languages
New York is a state that speaks many languages. We need teachers who can find the common ground. Touro University offers TESOL & Advanced Certificates in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population.

Crystal DeMarco is a candidate in the TESOL Graduate Program at Touro University. She completed her undergraduate degree at the College Of Staten Island where she earned her Bachelor’s degree in Secondary Education in Social Studies. Crystal DeMarco writes that she “loves teaching, and learning new innovative ways to create an engaging curriculum for my students!”

The assignment description:

  1. Differentiated Instructional Activity Assignment

The differentiated instruction definition refers to an approach to education whereby teachers make changes to the curriculum and the way they teach to maximize the learning of every student in the class (IRIS Center, 2021). This is not a singular strategy but a framework that educators can utilize. Carol Ann Tomlinson also notes that in differentiated instruction, the teacher anticipates the varying levels of students’ interests, readiness, and learning profiles. Subsequently, they can provide diverse ways of learning, enabling students to learn without being anxious because academic tasks are too difficult for them or being unmotivated because assignments are not challenging for them (ASCD, 2011). However, differentiated instruction is not the same as individualized instruction.

For your Differentiated Instructional Activity Assignment,  Tools for differentiated Instruction.pdf Download Tools for differentiated Instruction.pdfyou will use one of your content lesson plans you have already taught and make modifications to the following segments:

  1. practice (how teachers deliver instruction to students),
  2. process (how the lesson is designed for students),
  3. products (the kinds of work products students will be asked to complete),
  4. content (the specific readings, research, or materials, students will study),
  5. assessment (how teachers measure what students have learned), and
  6. grouping (how students are arranged in the classroom or paired up with other students).

You will submit both the original content lesson and plan and the lesson plan with differentiated instructional activities, with a reflection of your professional growth completing this assignment. Your product for Differentiated Instructional Activity Assignment will be:

  1. A paper including the original lesson plan/differentiated lesson plan with all materials
  2. 3-4 minute video showcasing (this means you are pretend teaching) one specific aspect of one Differentiated Instructional Activity – your video submission must be a link, not a file.  You may use YuJa, Screencast-O-Matic or any other tool.  You can also upload your file to Google drive and share that link.  No files which need to be downloaded to view will be accepted.

Video Touro University TESOL Candidate Crystal DeMarco

Author: drcowinj

Education is our passport to the future, for tomorrow belongs only to the people who prepare for it today,” determined Malcolm X at the O.A.A.U.’s [Organization of Afro-American Unity] founding forum at the Audubon Ballroom. (June 28, 1964). (X, n.d.) Dr. Jasmin Bey Cowin a Fulbright Scholar, SIT Graduate, completed the Education Policy Fellowship Program (EPFP™) at Columbia University, Teachers College. Dr. Cowin served as the President of the Rotary Club of New York and Assistant Governor for New York State; long-term Chair of the Rotary United Nations International Breakfast meetings; and works as an Assistant Professor at Touro College, Graduate School of Education. Dr. Cowin has over twenty-five years of experience as an educator, tech innovator, entrepreneur, and institutional leader with a focus on equity and access to digital literacy and education in the Sub-Saharan Africa region. Her extensive background in education, administration, not-for-profit leadership, entrepreneurial spirit, and technology innovation provide her with unique skills and vertical networks locally and globally. Dr. Cowin participates fully in the larger world of TESOL academic discipline as elected Vice President and Chair-Elect for the New York State, NYS TESOL organization, for the 2021 conference. Ongoing research, expressed in scholarly contributions to the advancement of knowledge is demonstrated through publications, presentations, and participation in academic conferences, blogging, and other scholarly activities, including public performances and exhibitions at conferences and workshops. Of particular interest to her are The Blockchain of Things and its implications for Higher Education; Current Global Trends in TESOL; Developing Materials and Resources in Teaching English; E-learning; Micro and Macro-Methodologies in TESOL; E-Resources Discovery and Analysis; and Language Acquisition and the Oculus Rift in VR.

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